Final published version
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter (peer-reviewed) › peer-review
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter (peer-reviewed) › peer-review
}
TY - CHAP
T1 - The Student Experience of Video-Enhanced Learning, Assessment and Feedback
AU - McDowell, James
PY - 2019/7/4
Y1 - 2019/7/4
N2 - Evaluating the impact on the student experience of the integrated model of video-enhanced learning, assessment and feedback discussed in the previous chapter, qualitative data collection employed anonymous online questionnaires, semi-structured interviews and dialogic interviewing techniques, drawing on summative results data to inform methodological triangulation of the findings. Data analysis combined thematic analysis, constant comparison and direct interpretation within a grounded theory framework (Glaser & Strauss, 1967). Illustrative cases present the findings as thick descriptions of the influence of video-based interventions on the experience of six purposively and representatively selected participants. The chapter concludes that an integrated model of asynchronous video-enhanced learning, assessment and feedback can promote increased reflexivity, enhance learner autonomy and encourage meta-cognitive self-awareness, while affording greater inclusivity for students affected by dyslexia or Autism Spectrum Disorder
AB - Evaluating the impact on the student experience of the integrated model of video-enhanced learning, assessment and feedback discussed in the previous chapter, qualitative data collection employed anonymous online questionnaires, semi-structured interviews and dialogic interviewing techniques, drawing on summative results data to inform methodological triangulation of the findings. Data analysis combined thematic analysis, constant comparison and direct interpretation within a grounded theory framework (Glaser & Strauss, 1967). Illustrative cases present the findings as thick descriptions of the influence of video-based interventions on the experience of six purposively and representatively selected participants. The chapter concludes that an integrated model of asynchronous video-enhanced learning, assessment and feedback can promote increased reflexivity, enhance learner autonomy and encourage meta-cognitive self-awareness, while affording greater inclusivity for students affected by dyslexia or Autism Spectrum Disorder
KW - Autism, Cognitive processes, Cognitive shift, Community, Computer-mediated communication, Design-based research, Dialogic pedagogy, Dyslexia, Inclusive education, Metacognitive processes, Multimedia, Teacher presence, Video-based learning
U2 - 10.4018/978-1-7998-0426-0.ch002
DO - 10.4018/978-1-7998-0426-0.ch002
M3 - Chapter (peer-reviewed)
SN - 9781799804260
SP - 20
EP - 40
BT - Technology-Enhanced Formative Assessment Practices in Higher Education
A2 - Dann, Chris
A2 - O'Neill, Shirley
PB - IGI Global
ER -